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Maklumat Bansho
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Maklumat Bansho Sumber: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ CBS_bansho.pdf Why bansho? Bansho is an instructional strategy that captures the development of students’ individual and collective thinking. Bansho allows students to: • solve problems in ways that make sense to them • build understanding of tools, strategies and concepts by listening to, discussing and reflecting on their peers’ solutions • build understanding of concepts through explicit connection- making facilitated by the teacher’s board writing Japanese teachers refer to the use and organization of the chalkboard as “bansho” or board writing. Such board writing is derived from and for the development of students’individual and collective mathematical thinking. According to Stigler and Hiebert (1999), Takahashi (2006) and Yoshida (2002), a structured problem-solving lesson generally follows the following sequence: (a) introduction of the problem, (b) understanding and solving the problem, (c) presentation/comparison/ discussion of solutions and (d) conclusion or summary of the lesson. Bansho in the classroom allows teachers to ... • make explicit the underlying big ideas of mathematics topics • weave multiple problem-solving strategies into a coherent conceptual framework • make explicit connections among concrete, symbolic and numeric representations • acknowledge students’ mathematical thinking and differentiate mathematics instruction • create anchor charts for concept development with their students
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Bansho
Transcript of Maklumat Bansho
Maklumat BanshoSumber: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_bansho.pdfWhy bansho?Bansho is an instructional strategy that captures the development of students individual and collective thinking.Bansho allows students to: solve problems in ways that make sense to them build understanding of tools, strategies and concepts by listening to, discussing and reflecting on their peers solutions build understanding of concepts through explicit connection-making facilitated by the teachers board writing
Japanese teachers refer to the use and organization of the chalkboard as bansho or board writing. Such board writing is derived from and for the development of studentsindividual and collective mathematical thinking.
According to Stigler and Hiebert (1999), Takahashi (2006) and Yoshida (2002), a structuredproblem-solving lesson generally follows the following sequence: (a) introduction ofthe problem, (b) understanding and solving the problem, (c) presentation/comparison/discussion of solutions and (d) conclusion or summary of the lesson.
Bansho in the classroom allows teachers to ... make explicit the underlying big ideas of mathematics topics weave multiple problem-solving strategies into a coherent conceptual framework make explicit connections among concrete, symbolic and numeric representations acknowledge students mathematical thinking and differentiate mathematics instruction create anchor charts for concept development with their students use students own work to build conceptual understanding and success criteria in mathematics
Bansho promotes professional learning for teachers so that they can ... create lesson goals that build mathematics concepts through engaging with big ideas build their own schema about student mathematical thinking in action deepen their understanding of mathematics concepts for the teaching of mathematics
